Vocab words and definitions for 7th grade: Academic vocabulary words for 7th graders
Word Meaning and Vocabulary Knowledge
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All MAP 7th Grade Reading Resources
4 Practice Tests
Question of the Day
Flashcards
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MAP 7th Grade Reading Help »
Word Meaning and Vocabulary Knowledge
Select the word that matches the definition provided.
To suffer for an extended period of time with patience.
Possible Answers:
Ponder
Authentic
Radiant
Endure
Correct answer:
Endure
Explanation:
To endure means to suffer for an extended period of time with patience.
To use endure in a sentence, “The wounded solider will have to endure a lot of rehab to walk again.”
Report an Error
Select the word that matches the definition provided.
To think about something.
Possible Answers:
Endure
Authentic
Radiant
Ponder
Correct answer:
Ponder
Explanation:
To think about something means to ponder.
To use ponder in a sentence, “High school seniors usually ponder about which college to attend.
”
Report an Error
Select the word that matches the definition provided.
To be real.
Possible Answers:
Authentic
Ponder
Radiant
Endure
Correct answer:
Authentic
Explanation:
Something that is authentic is real, or original.
To use authentic in a sentence, “The family ate at an authentic Mexican restaurant downtown.”
Report an Error
Select the word that matches the definition provided.
Something that shines or is bright.
Possible Answers:
Endure
Authentic
Radiant
Ponder
Correct answer:
Radiant
Explanation:
Something that shines or is bright is radiant.
To use radiant in a sentence, “Her teeth were so white, her smile was radiant.”
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All MAP 7th Grade Reading Resources
4 Practice Tests
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How a 7th-grader Mastered 492 New Vocabulary Words
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Word vocabulary made of wooden colorful letters on vintage background
At Improve Your English, what does a year’s worth of vocab look like?
For one of our seventh-graders, last year, it looked like this.
Between June 2015 and June 2016, the student learned and was tested on these 492 words (many of them with multiple definitions). They were all taken from her weekly reading.
Try taking the challenge: how many of these words do you know? How many does your 8th-grader (or 11th-grader) know?
I’ll see you at the bottom of the page.
traversed by
reputed
intricate
headlong
cascade
decorum
abundant
myriad
meek
placid
patriarchal
proverb
bid
parlor
everyday
unaccountable
perforce
spry
disposition
qualm
latter
uncanny
profound
sundry
ungainly
sidle
presently
vivacity
discerning
eccentric
rapturous
rapt
reverie
ethereal
elusive
waver
clad in
ruminate
spire
wistful
relapse
waif
revelation
luminous
rove
deprecate
unromantic
reconcile
matron
reproach
I’ll warrant you
emphatic
stipulate
gad about
unsettle
tart
repentant
dire
ecstasy
mirth
albeit
render
remorse
contortions
laudable
tableau
conscientious
gaily
cogitate
ingratiating
humdrum
to take precedence
novelty
besetting sin
complacent
coronet
dubious
turbulent
peerless
imposing
epoch
exult
divine (v)
token
don (doff)
abominable
prima donna
prosaic
prose
dissipate
implore
chasten
fervent
conjugation
languish
indifference
sibilant
presumptuous
sheen
luster
connive
vagrant
ballad
confer
bestow
resign
gaunt
stolid
civility
acute
scrutinize
bumpkin
languid
propitious
subtle
tremor
partake
decamp
ample
preposterous
appalled
speculate
pinnacle
provincial
maritime
attain
competent
domestic
preeminent
insupportable
vista
cessation
heed
pommel
invariably
glade
apprehend
pungent
naught
aught
(v) essay
skirt
aperture
maddening
persist
perception
tarnish
verdigris
reconnoiter
fusillade
shirk
oblivion
spasmodic
belligerent
bestial
perilous
adamant
hark back to
sententious
legerdemain
apostate
solicitous
ineradicable
brawl
maim
animus
bout
testify
rally
imperceptible
abate
pall
undulate
conjecture
jowls
appendage
reiterate
devise
gingerly
singe
whence
intimacy
iota
vindictive
prevalent
marrow
glutton
circumvent
impartial
brash
courier
maroon
sahib
tyrannical
veranda
bungalow
contrary
presently
craven
sallow
straggle
tapestry
novelty
buffet
torrent
bosom
resent
perplex
romp
brocade
inlaid
tapestry
palanquin
dialect
accord
pert
coax
impudence
heathen
alcove
urn
rent
dictate
civil
lest
parson
rheumatism
flout
obstinate
reverent
exultant
rajah
nigh
in his stead
rook
rapture
meddle
doleful
condescend
indignation
invalid (n)
hysterics
hearken
bough
wiry
affectation
frank
implore
indulgence
unscrupulous
shrewd
recluse
austere
excursion
notwithstanding
hitherto
menagerie
consort
morbid
ere
harangue
lath
wraith
testy
bray
obstinate
impartial
sheaf
gaily
ferret
imposing
earnest
snub
bounteous
copious
draught
disdain
tinge
reproach
derive
indulgent
maroon
buccaneer
cooper
plod
livid (2 defs)
rap
connoisseur
berth
trundle
diabolical
fancy (v) (2 defs)
rebuff
hawker
hamlet
ruffian
magistrate
rout
suffice
gale
indignation
tallow
leer
fawn over
mutilated
fugitive
trebly
sinewy
gallows
haven
swoon
repent
confidences
flighty
tattered
vise
sober
nimble
apoplexy
inclined
whence
whither
consent
hulking
miscellany
quadrant
disperse
shirk
pew
skulk
irresolute
miscreant
wrest
spurn (2 defs)
ambush
dispatch
bluff (2 defs)
stately
condescend (2 defs)
atrocious
prodigious
dexterity
sheepish
broach (2 defs)
peal
mirth
anecdote
ticklish
mutiny
on the contrary
intolerable
figurehead
flit
wily
confidant
providence
viceroy
chaplain
quartermaster
christen
earnest (2 defs)
congregate
conical
duplicity
durst
pretense
countenance
becalmed
qualm
melancholy
dreary
warp
ebb
stockade
stagnant
outstrip
tiff
sulk
disaffected
tract
undulate
acquiesce
dogged
serviceable
reverent
divinity (2 defs)
genteel
skirt (v)
eddy (n)
placid
cavalier (2 defs)
girdle
resin
bough
impending
in a trice
sally forth
recommence
apoplectic
grievous
girt
spar (n)
hull
divine (v)
tipsy
ditty
innumerable
incessant
welter
skiff
phosphorescent
bulwark
desist
ungainly
comeliness
anchorage
meddle
truant
palisade
refrain
recoil
irreparable
conspirator
belay
contemptuous
grievance
apprehension
bungle
insolent
vehement
gibbet
ague
cur
sentinel
environed
parole
insubordinate
arrant
slough (1 def)
rudiments of something
preponderant
voluble
How did you do? 😉
This student didn’t just see them and forget them either; she consistently scored 100% on her weekly and her cumulative vocabulary quizzes.
Moreover, each word was new to her because each was individually selected based on a pretest.
Are there some repetitions? Of course; every student has to learn some words several times. Will she have forgotten some? Of course, and for the same reason. But learning the word will be easier the second time.
Now this young woman can look forward to reading and understanding a book by Austen, Twain, or Shakespeare. Those are the texts assigned in AP English and in college literature courses.
Imagine how much easier it would be for your child to read–if she only knew all these words.
Contact us today for a free evaluation and a free trial lesson.
Filed Under: Our Program
Middle School Spelling Vocabulary Words
For students in middle school (6th, 7th, and 8th grade), learning words vocabulary is a major task. In general, let us form the new words in three groups:
- Spelling words: know them and can spell them correctly to narrate
- Academic words: used in classes for all subjects, must know them
- Literature words: selected from masterpieces that are endorsed to students of the grades, nice to identify them
Follow are the middle grade level words with meaning that a middle school student should know:
- Apprehensive: in fear or dread of possible evil or harm
- Conspicuous: obvious to the eye or mind
- Aptitude: inherent ability
- Banish: send away from a place of residence, as for punishment
- Barricade: block off with barriers
- Furtive: secret and sly
- Ignite: cause or start burning
- Illuminate: make free from confusion or ambiguity
- Jabber: talk in a noisy, excited, or declamatory manner
- Brackish: slightly salty
- Concoction: any foodstuff made by combining different ingredients
- Dismal: causing dejection
- Emerge: come out into view
- Contortion: a tortuous and twisted shape or position
- Cunning: shrewdness as demonstrated by being skilled in deception
- Deft: skillful in physical movements; especially of the hands
- Destination: the place designated as the end, as of a race or journey
- Obscure: not clearly understood or expressed
- Ominous: threatening or foreshadowing evil or tragic developments
- Knoll: a small natural hill
- Luminous: softly bright or radiant
- Malleable: easily influenced
- Meander: move or cause to move in a winding or curving course
- Disdain: lack of respect accompanied by a feeling of intense dislike
- Engross: consume all of one attention, time
- Exasperation: a feeling of annoyance
- Fragrance: pleasant odor
- Jargon: technical terminology characteristic of a particular subject
- Kindle: call forth, as an emotion, feeling, or response
- Meticulous: marked by extreme care in treatment of details
- Narrate: give a detailed account of
- Outlandish: noticeably or extremely unconventional or unusual
- Adversary: someone who offers opposition
- Aplomb: great coolness and composure under strain
- Attentive: taking heed
- Bluff: a high steep bank
- Brandish: move or swing back and forth
- Circumference: the length of the closed curve of a circle
- Commotion: a disorderly outburst or tumult
- Counter: a calculator recording the number of times something happens
- Debris: the remains of something that has been destroyed
- Defiance: a hostile challenge
- Deft: skillful in physical movements; especially of the hands
- Diminish: decrease in size, extent, or range
- Dismal: causing dejection
- Dispel: cause to separate and go in different directions
- Eavesdrop: listen without the speaker’s knowledge
- Egregious: conspicuously and outrageously bad or reprehensible
- Ember: a hot, smoldering fragment of wood left from a fire
- Exhilarate: fill with sublime emotion
- Falter: move hesitatingly, as if about to give way
- Foresight: seeing ahead; knowing in advance; foreseeing
- Grueling: characterized by effort to the point of exhaustion
- Gusto: vigorous and enthusiastic enjoyment
- Habitation: the act of dwelling in or living permanently in a place
- Hasten: move fast
- Headway: forward movement
- Impending: close in time; about to occur
- Imperious: having or showing arrogant superiority
- Jostle: make one’s way by pushing or shoving
- Jut: extend out or project in space
- Materialize: come into being; become reality
- Misgiving: uneasiness about the fitness of an action
- Momentum: the product of a body’s mass and its velocity
- Monotonous: sounded or spoken in a tone unvarying in pitch
- Multitude: a large indefinite number
- Muster: summon up, call forth, or bring together
- Persistent: stubbornly unyielding
- Pertinent: being of striking appropriateness
- Potential: existing in possibility
- Precipice: a very steep cliff
- Pristine: immaculately clean and unused
- Quell: suppress or crush completely
- Recluse: one who lives in solitude
- Recuperate: restore to good health or strength
- Replenish: fill something that had previously been emptied
- Repugnant: offensive to the mind
- Restitution: the act of restoring something to its original state
- Sabotage: a deliberate act of destruction or disruption
- Scarcity: a small and inadequate amount
- Scurry: move about or proceed hurriedly
- Serenity: the absence of mental stress or anxiety
- Sociable: inclined to or conducive to companionship with others
- Somber: serious and gloomy in character
- Specimen: a bit of tissue or fluid taken for diagnostic purposes
- Stamina: enduring strength and energy
- Subside: wear off or die down
- Swagger: walk with a lofty proud gait
- Swarm: a group of many things in the air or on the ground
- Tactic: a plan for attaining a particular goal
- Terse: brief and to the point
- Translucent: allowing light to pass through diffusely
- Uncanny: surpassing the ordinary or normal
- Unsightly: unpleasant to look at
- Versatile: having great diversity or variety
- Vigilant: carefully observant or attentive
- Vulnerable: capable of being wounded or hurt
- Waft: a long flag; often tapering
- Waver: pause or hold back in uncertainty or unwillingness
- Weather: atmospheric conditions such as temperature and precipitation
- Zeal: a feeling of strong eagerness
Bearing in mind the nature of language studying, interactive exercises, like online lists and cards, are very effective for middle school students.
So it is suggested to advance more into online tools than the elementary level.
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- Advanced English Vocabulary Words
- 7th Grade Spelling Bee Words
- 8th Grade Spelling Bee Words
Top 8 Books ‹ Inglex
A wide vocabulary is something every English learner should strive for, because the more words you know, the more you can say. However, in addition to learning new words, you also need to learn how to combine them correctly, make sentences from them and use them in your speech. And all these tricks you will be taught by textbooks on the vocabulary of the English language. We’ll cover 8 of the most popular vocabulary building aids and explain how to work with them.
We have already compiled a detailed review of the 4 best English textbooks for our readers. At the same time, we wrote that these comprehensive manuals help develop all English language skills, as well as expand your vocabulary.
Below we will explain why it is worth adding a book to a universal textbook to increase vocabulary. In this review, we will present you 8 vocabulary guides.
Why additional textbooks on English vocabulary are needed
1. Learn words effectively
Each of the textbooks on English vocabulary is focused on learning new words in context. You learn new vocabulary and immediately use it in practical exercises, see how it “works” in natural speech. This is the most productive and fastest way to improve your vocabulary.
2. Expressing Your Thoughts Accurately
Knowledge of grammar and a good vocabulary is essential to speak English confidently. In addition, if you are going to take an exam or emigrate, a large vocabulary will make your life much easier. Of course, the basic textbook provides a good supply of vocabulary for every level of knowledge, but if you want to make your speech more natural and expressive, vocabulary replenishment books will come in handy.
3. Better listening comprehension
Obviously, the more English words you know, the more you can understand. Therefore, we advise those who complain that they can hardly perceive English speech by ear to pay attention to such manuals. Quite often, the reason for such a misunderstanding is that a person has a limited vocabulary, so our brain plays a cruel joke with us – we simply do not hear all unfamiliar words.
4. Activate vocabulary
A huge plus of such manuals is that they focus not so much on learning new words as on the practice of using various words of the English language. Surely you have heard people complain: “I already read English texts, but I speak very badly.” The thing is that such students have an extensive passive vocabulary of the English language – they recognize the word when they hear it or meet it in the text. At the same time, their active stock is very small – they cannot use words that they seem to know in their speech. English vocabulary books help to solve this problem: through practical exercises and constant repetition, words move from passive to active vocabulary.
5. Reach the next level of English knowledge faster
It happens that it is a poor vocabulary that “slows down” a person, does not allow him to move to the next level. In this case, working with additional aids will help speed up the learning process.
At what level is it necessary to take such a study allowance? Each of the series of books includes textbooks for different levels of knowledge, so at any level you can pick up good material for vocabulary replenishment. If you are learning English with a teacher, you can ask him to take additional material from the textbook you like. If you study English on your own, try to regularly complete tasks from the selected manual.
The format of this textbook is similar to the editions of English Grammar in Use by Raymond Murphy, which we wrote about in the review “The 4 Best English Grammar Textbooks”. Each lesson-unit takes 1 turn: the theory is given on the left, practical exercises are given on the right.
There are two ways to work with this tutorial. If your vocabulary is rather poor, it is best to go from the first lesson to the last one and not skip anything. If you do not have enough knowledge on some specific topics, you can choose and study them.
Vocabulary replenishment exercises in English Vocabulary in Use are tasks for choosing a word, filling in missing words in a text, crossword puzzles, writing short texts, matching a word to a picture, dividing words into groups according to some criteria, selecting definitions for idioms and phrasal verbs, selection of synonyms, etc.
Features of the textbook
If you learn English on your own, then this manual will be convenient to use. At the end of the textbook there are answers to all the exercises, you can check yourself.
The undoubted advantage of the manual is the presence at the end of the book of a list of all the words found in the units. The words are written in alphabetical order, each of them is given a transcription.
Also, next to each word is the page number on which it occurs, so if you want to know how to use it correctly, just open the desired page.
2. Work on Your Vocabulary0003
We advise you to go through the textbook sequentially – step by step to analyze each of the lessons. However, there is a list of topics in the table of contents, so you can choose which vocabulary to learn first. In addition, at the end of the textbook, in alphabetical order, there is a list of all the words used in each lesson.
When completing tasks, you need to insert a missing word, underline the correct meaning, choose the appropriate option, or correctly sign the illustration.
Textbook features
Authors: Ruth Gairns, Stuart Redman.
Structure of the textbook and how it works
In this series of British vocabulary books, suitable material should be selected according to the following principle:
- Basic – for Elementary and Pre-Intermediate levels.
- Intermediate Manual – for Intermediate and Upper-Intermediate levels.
- Advanced Handbook – for Advanced and Proficiency levels.
Each book in this series contains 80 units. The lesson takes from one to three pages, depending on the topic. Practical exercises are immediately attached to blocks of theoretical material to consolidate knowledge. All units are divided by topic into groups-modules of 5 or 10 lessons. After each module in the textbook, you will be asked to take a test that will check how well you have learned the material of all the lessons you have completed.
As you work through this tutorial, you can also choose to go in order or select exactly those topics where you have gaps. However, if you are learning English on your own, the first option is preferable: this way you won’t miss anything important.
Vocabulary tasks are diverse: fill in missing letters, find synonyms, answer questions, choose a word, insert a missing word in a phrase, etc.
In addition to written vocabulary training exercises, Oxford Word Skills has tasks for developing speaking and listening.
Textbook features
At the end of the manual there are answers to all exercises, as well as tests following each module, so this textbook can also be recommended for self-study. At the end of the manual there is a list of words in alphabetical order. For each of them, a transcription is given and the page number on which you will find exercises with this word is indicated.
Additional online exercises for this tutorial series can be found at elt.oup.com. Follow the link to the Basic, Intermediate or Advanced section, and the exercises for the corresponding manual will be available to you.
Sign up for a speaking practice course and practice vocabulary in dialogue with a teacher.
4. Test Your Vocabulary0039 Advanced
Authors: Peter Watcyn-Jones, Olivia Johnston, Mark Farrell.
The structure of the textbook and the principle of working with it
Each of the five books in the Test Your Vocabulary series consists of 60 units, which occupy 1-2 pages depending on the topic. These English vocabulary learning tutorials will appeal to those who like to take various tests. However, the books also contain theoretical material, it is presented briefly, in the form of a small historical or grammatical reference.
Despite the fact that this series is a series of books with vocabulary tests, the tasks are very diverse. You can solve different types of crossword puzzles, sign pictures, combine words into phrases, choose phrases for comic book characters, etc.
The authors suggest working with the textbook in the following way. To memorize new words well, you need to return to them repeatedly, so make all notes in the book in pencil. After completing the exercise and self-checking, remove all answers. After 1-2 months, return to the lesson and try to go through it again.
This way you will fix the vocabulary in memory.
Features of the textbook
The main advantage of this series is interesting practice tests that help you quickly memorize new words and the specifics of their use. At the end of each textbook you will find answers to tests and a list of words to study in alphabetical order.
5. Key Words for Fluency0051
Publisher: Heinle.
Author: George Woolard.
The structure of the textbook and the principle of working with it
The Pre-Intermediate and Intermediate level textbooks in this series contain 22 voluminous lessons each, which are divided into several parts. Each part is devoted to 1 word. For this word, you will be offered about 10-20 options for phrases (collocations), that is, you will see with which words and how exactly the vocabulary in question can “work”. In the manual of the Upper-Intermediate level, words are not combined by topic, but the principle of presenting the material is the same.
You can learn and remember all these useful phrases during the practical exercises. They are quite the same type, but after completing them, you will learn in which cases which expression should be used. In addition, many phrases contain prepositions, and English learners will confirm that it is not always easy to remember which preposition to use in a particular case. Having learned the expression completely, you will well remember the preposition that is used in a particular phrase.
Features of the textbook
This series of textbooks differs from other manuals in that you do not learn new words, but entire expressions. To speak confidently, you need to know how words “cooperate” with each other, that is, in conjunction with which words they are used. Knowing such expressions will allow you to speak English faster, avoiding mistakes in the use of words.
We recommend this textbook for those who are preparing for the FCE exam, because when writing an essay or passing the conversational part, it will be easier for you to operate with expressions, and not with individual words.
The Pre-Intermediate manual provides tests after studying each group of lessons, the other two textbooks do not have such tasks for checking, but you can return to the lesson after a while and try to go through it again, so you will see what has been deposited in your memory.
At the end of the textbooks there are answers to all tasks, as well as a list of words in alphabetical order indicating the pages on which they occur.
6. 4000 Essential English Words
You will often see these words in articles, books, news, and casual conversation. 
| Basic | Elementary | Pre-Intermediate |
|---|---|---|
| Intermediate | Upper-Intermediate | Advanced |
Publisher: Cambridge University Press.
Author: Glennis Pye.
The structure of the textbook and the principle of working with it
The content of the lessons fully corresponds to the name of the textbook – Vocabulary in Practice, that is, only practical exercises for expanding vocabulary are presented here, there is no theoretical information.
Each of the manuals in this series consists of 30-40 units (depending on the level). After 10 lessons, you will be asked to repeat the material and at the same time test yourself with a test.
The authors of the textbook suggest going from the first lesson to the last one, an option that will allow you to study all topics as well as possible. You can also skip lessons on topics for which you have a good vocabulary, and take only topics that are new to you for study. At the end of the course, take quizzes and, if necessary, review any misunderstood topics.
Various practical exercises: you will need to find synonyms, fill in missing words, solve crossword puzzles, label objects in pictures, make up dialogues from ready-made phrases, etc.
Features of the textbook
The peculiarity of this edition is the emphasis on grammar. It should be noted that the manual is structured in such a way that even without theoretical explanations you will understand everything. At the end of the textbook there are answers to all exercises and tests. There you will also find lists of words with transcription.
8. Boost Your VocabularyPearman Longman
Author: Chris Barker.
The structure of the textbook and the principle of working with it
The manuals include 12 lessons-units, each occupying 6 pages. After every four units, you will be asked to take a screening test. The author suggests the following scheme for working with it:
- Go in order or choose a topic that interests you.
- The first two pages of each lesson contain lists of words or expressions, this will be your reference dictionary. Next to the English words you need to write the translation. If you are studying on your own, listen to the correct pronunciation in an online dictionary.
- Do practice exercises without looking into a dictionary.
- Check the exercises against the dictionary you have compiled.
- Finally check your answers against the clues at the end of the textbook.
- After passing four units, take a test and, if necessary, return to a misunderstood topic.
If you are studying on your own, listen to the correct pronunciation in an online dictionary. There is no theoretical reference in the textbook, but it is an excellent source of practical exercises. There are tasks in the form of tests, crossword puzzles, answers to questions, etc.
Features of the textbook
At the end of the textbook answers to tasks for self-examination are given. There you will also find brief lexical comments for each lesson. In the units you will see marks with a REF icon, this means that for explanations you should refer to the reference at the end of the tutorial.
We talked about eight textbooks on English vocabulary, tested by time and our methodologists.
You can use all of them both for self-study and in lessons with a teacher. Learning new words using such aids will allow you not only to learn unfamiliar vocabulary, but also to learn how to use it correctly in your speech.
Would you like an experienced mentor to help you expand your vocabulary and speak English fluently and competently? Choose a teacher you like and start studying today.
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Technological map of the lesson in grade 7 Active and passive vocabulary 10/18/2019 | Outline of the lesson in the Russian language (grade 7):
Technological map of the lesson of the native language in grade 7: Redistribution of vocabulary layers between active and passive vocabulary.
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TECHNOLOGY LESSON
Class: 7A
Date: 10/18/2019
UMK: “Russian native language”, O.M. Aleksandrova and others
Subject: native (Russian) language.
Topic: Redistribution of vocabulary layers between active and passive vocabulary.
Activity goal: the formation of students’ abilities to structure and systematize the topic of the lesson.
Substantive goal: to identify the theoretical foundations for the development of the content-methodological line “Russian Vocabulary”, the formation of students’ skills to establish the causes and conditions for the redistribution of vocabulary layers between active and passive vocabulary.
Tasks:
- update students’ knowledge on the topic “Active and passive stock of Russian vocabulary”;
- to form the ability to apply the theoretical foundations on the topic in the practical activities of students;
3) to cultivate attention and respect for the Russian language.
Formation of UUD:
Personal UUD: ability to self-assessment based on the criterion of success of educational activity, motivation for educational activity.
Meta-subject UUD: determine the purpose of learning activities in cooperation with students and the teacher, listen to the interlocutor, formulate their own opinion, express their thoughts with accuracy and completeness, analyze objects in order to identify signs, systematize the material, find the necessary information; evaluate the results of activities, analyze their own work, plan their actions in accordance with the task.
Subject UUD: awareness of changes in the Russian language as an objective process; understanding of external and internal factors of language changes; a general idea of the processes of obsolescence of vocabulary in the modern Russian language (passivization) and of the processes of reactivation of the passive vocabulary of the Russian language.
Basic concepts: obsolete vocabulary: historicisms, archaisms; neologisms; occasionalisms; passivation; reactivation.
Lesson type: general methodological lesson
Forms of organization of educational activities: frontal, steam room, individual
Equipment: computer, projector, handouts.
|
Stage |
Teacher activity |
Student activity |
UUD |
|
1) Stage of motivation. |
Greets students, checks readiness for the lesson. Teacher’s word: – Russian is one of the richest languages in the world. The richness of the language lies primarily in its vocabulary, i.e. vocabulary. And it is very diverse, as the world around us is diverse and many-sided. What kind of words are not in the Russian language! |
Teachers greet, check readiness for the lesson. |
Personal: the ability to self-assessment based on motivation for learning activities; Meta-subject: the ability to listen to the interlocutor; Subject: awareness of the richness and diversity of the vocabulary of the Russian language. |
|
2) The stage of actualization and fixation of an individual difficulty in a trial learning activity. |
Organizes individual work – spelling and punctuation workshop. Organizes peer review. |
Perform spelling and punctuation warm-up: The weak treasure (?) of our language requires exceptionally careful attitude. We must not forget that I have (n / nn) about homage to the past ..mu, – “a feature that distinguishes civilized (n / nn) awn from savagery.” The gap in (historical) cultural traditions leads to the loss of some important spiritual “genes”, distorting the linguistic personality. Evaluate each other’s work in pairs: The vocabulary of our language requires exceptional care. We must not forget that it is respect for the past that is “the feature that distinguishes civility from savagery.” The rupture of historical and cultural traditions leads to the loss of some important spiritual “genes”, distorting the linguistic personality. |
Personal: the ability to self-assessment based on the criterion of success in educational activities; Meta-subject: determine the purpose of learning activities in cooperation with students and the teacher, evaluate the results of activities when working in pairs; Subject: know the rules of spelling and punctuation and apply them in practice. |
|
3) The stage of consolidation with pronunciation in external speech. |
1. Conducts a survey on the topic of the previous lesson 2. Organizes goal-setting: – The process by which vocabulary ceases to be used by its speakers is passivization. There is also a reverse process – reactivation. – Let’s try to determine what the goal of our lesson will be, in your opinion? 3. Organizes the stage of acquaintance with new material |
1. Do you use these words in active speech? Why? 2. Determine the topic and purpose of the lesson. 3. Get acquainted with new material: the concepts of common and non-common vocabulary, with the vocabulary of active and passive vocabulary, with the classification of vocabulary of passive vocabulary. |
Personal: the ability to self-assessment based on the criterion of success in educational activities; Meta-subject: determine the purpose of educational activity in cooperation with students and the teacher, express their thoughts with accuracy and completeness, analyze objects in order to identify signs, systematize the material; Subject: awareness of changes in the Russian language as an objective process; a general idea of the processes of passivation and reactivation of the vocabulary of the Russian language. |
|
4) The stage of inclusion of what has been studied into the knowledge system. |
Organizes learning activities, supervises the fulfillment of tasks: 1. – Divide the words into groups (common words, historicisms, archaisms, neologisms). 2. – Establish a correspondence between archaism and its modern synonym. 3. Organizes a linguistic warm-up: – Let’s do a warm-up. I call you outdated words, and you show me the part of the body that was denoted by this word. 4. Organize research work in pairs. Analysis of an excerpt from an ode to M.V. Lomonosov “Ode on the day of accession to the All-Russian throne of Her Majesty Empress Elisaveta Petrovna in 1747” for the use of obsolete vocabulary in it. – Underline obsolete words in the text of Lomonosov’s ode. Which of them are historical? Why did they move from an active vocabulary to a passive one? – Indicate archaisms. Why did they move from an active vocabulary to a passive one? Find modern synonyms for them. – Indicate the word that is a neologism today, taking on a new meaning? |
Students perform the task orally: 1. Water, zipun, schoolboy, king, oratay, teach, machine, hand, think, gadget. 2. Set semantic pairs of words: An architect is an architect, a helmsman is a helmsman, a knight is a warrior, a sorcerer is a sorcerer. 3. Participate in linguistic warm-up: Eyes – eyes Neck – neck Finger – finger Lanitis – cheeks Mouth – lips, etc. 4. Participate in research work: analysis of obsolete vocabulary in “Ode on the Day of Accession to the All-Russian Throne of Her Majesty Empress Elizabeth Petrovna in 1747” M.V. Lomonosov (finding historicisms and archaisms, selection of synonyms for archaisms, analysis of the obsolete and modern meaning of the word “click”): Appropriate to Divine lips, click
2. comp. jarg. the clicking sound that is heard on impact. |
Personal: the ability to self-assessment based on the criterion of success in educational activities; Meta-subject: the ability to formulate one’s own opinion, express one’s thoughts with accuracy and completeness, analyze objects in order to identify signs, systematize material, find the necessary information; evaluate the results of activities, plan your action in accordance with the task; Subject: awareness of changes in the Russian language as an objective process; a general idea of the processes of passivation and reactivation of the vocabulary of the Russian language. |
|
5) Stage of reflection of educational activity. |
Organizes reflection (on issues) and self-assessment of their own learning activities. Gives information about homework and comments on its completion: – Fill in the table with 10 examples of historicisms, archaisms and neologisms each. |
Answer the questions proposed by the teacher, correlate the goal and the result of the learning activity, fix the degree of compliance: – So, what was the task of our lesson? – To find out if you personally achieved the goals of the lesson, please fill out the self-assessment sheet TODAY IN THE LESSON I: learned __________________________________ ; learned _______________________________ ; was active (rate on a five-point system and circle the number) 1 2 3 4 5. Write down homework in a diary (fill in the table with self-selected examples of passive vocabulary), listen to the teacher’s comment, outline goals for further activities. |
Personal: the ability to self-assessment based on the criterion of the success of educational activities, motivation for educational activities; Meta-subject: the ability to carry out the final control of activities and self-assessment of one’s own educational activities; Subject: a general idea of the processes of passivation and reactivation of the vocabulary of the Russian language and the application of acquired knowledge when doing homework. |
Answer the questions: – What words did we get acquainted with in the previous lesson? 
Classify vocabulary in accordance with the task: 
poet. cry, call, exclamation. click 
Diagnostics of the active vocabulary of primary school students
The richness of the vocabulary indicates a high level of development of society, it is a sign of the development of an individual. Each word is used in the appropriate context, that is, in a certain meaning. Therefore, much attention is paid to the work on the word in school.
The enrichment of the child’s vocabulary is aimed at ensuring that he can avoid repetitions, have the ability to freely replace one word with another to clarify his thoughts. As a rule, the student uses fewer words in his speech than he knows. There are many sources from which he learns words: reading books, communication, the Internet, etc.
Every child has an active and a passive vocabulary. The active stock is made up of words that he uses constantly in speech, and the passive one is familiar to him, but he does not use them. The passive dictionary replenishes the active one, so this division is conditional.
To identify the presence of “empty cells” in the lexical system of primary school children, teachers and psychologists conduct vocabulary research.
Methodology “Definition of the active vocabulary” of a student
RS Nemov offers a special method for determining the active vocabulary of a child, which allows you to evaluate the stylistic, lexical and grammatical diversity of the speech of an elementary school student, and also indicates the level of development of his linguistic abilities.
The child is asked to look at any picture with various objects or people, and within five minutes he must tell in as much detail as possible about what is shown in the picture, what is happening. The teacher-psychologist records the child’s speech in the protocol, and then analyzes it in detail.
It takes into account how often the student uses independent and functional parts of speech, introductory words, complex sentences with coordinating and subordinating conjunctions, etc.
During the diagnosis, all these signs included in a special protocol are recorded.
After the experiment, the teacher-psychologist calculates the points. A child can score from 0 to 10 points.
Evaluation of results
A student scores 10 points if his speech (story in this picture) contains at least 10 of the signs listed in the protocol.
If at least 8-9 signs presented in the protocol are found in speech, the child receives 8-9 points.
If there are 6-7 different signs, the child earns 6-7 points for his speech.
4-5 points are given for the presence of 4-5 different features.
2-3 points are given if the child’s speech contains 2-3 signs.
And finally, if the story contains 1-2 words of one part of speech or there is no story at all, then 0-1 points are given.
Conclusions about the level of development
A very high level of vocabulary is estimated at 10 points . The child receives these points when in his story from the picture (in speech) there are at least 10 signs listed in the protocol.
The child has a varied, rich vocabulary, which is expanded due to passive vocabulary. In his speech, he uses the means of communication in sentences. Composing the text, he uses introductory words or sentences, draws a conclusion. This level of speech development of the child is very high.
8-9 – high level is considered when the child’s speech contains at least 8-9 features that are included in the protocol form.
The child’s vocabulary is quite rich and varied. He skillfully groups words according to the indicated features, combines them into groups according to topics, forms word forms, new words, composes phrases according to familiar models, sentences according to a picture, uses prepositions to connect words in a sentence. This level of speech development of the child is high.
The child receives 4-7 points for speech if it contains 4-7 signs of different levels. The child’s vocabulary is limited. He focuses on his own speech, as well as the speech of others.